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Social emotional

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Social emotional Social emotional Presentation Transcript

  • Social-Emotional Domain
    California Infant/Toddler Learning and Development Foundations (2009)
    Teaching Strategies, CDA Training (1999)
    Feeny, Christensen, Moravcik (2001) Who Am I in the Lives of Children
  • Social Domain
    How children relate to others
    How children make moral decisions
  • Emotional Domain
    How children learn to trust
    How children recognize and express their feelings
    How children understand and accept who they are
    View slide
  • Social Development
    Helping children learn to get along with others
    Helping children understand and express their feelings and respect those of others
    Providing an environment and experiences that help children develop social skills
    View slide
  • Influences
    Increased knowledge about self and others
    Influenced by
    Experiences and relationships that child have with significant adults in their lives
    Cognitive development
  • Cognition Effects Social Development
    Move from being egocentric – seeing the world from one’s one perspective
    Growing ability to understand how other people think and feel
    Increased understanding of cause and effect – connections between actions and consequences
    Change from concrete thinking to abstract thinking
    Understanding complex concepts like multiple relationships (mother is wife, daughter, aunt)
  • Social Competence: Infants
    Forges strong bonds with adults
    Develops trust
    Develops connection to secure attachment figure
    Begins to orient to people in the environment
    Becomes socially responsive
    Participates in games like peek-a-boo
    Becomes selective about who they response to
    Sometimes responds to another’s distress
  • Social Competence: Toddlers
    Concerned about the presence of principal attachment figure
    Prefers to play along with the exclusive attention of favorite adults (solitary play)
    Begins to enjoy nearby company of other children in play (parallel play)
    Tries to do something for a distressed person – patting
    Makes vocal exchanges in social play – turn-taking, social imitation, conflicts over toys
    Begins to develop genuine friendship
  • Social Competence
    The ability to initiate and maintain satisfying, reciprocal relationships with peers and adults.
    Children who lack social competence are at risk
    academic failure
    dropping out of school
    delinquency
    mental health problems
  • Emotional Development
    Develop as individuals who have:
    Characteristic needs
    Ways of expressing feelings
    Perceptions of themselves
    Develop a sense of
    Identity
    Self esteem
    Impulse control
    Capacity for autonomous responses
    Influenced by experience
  • Milestones of Emotional Development: Infant
    Signals need with crying and gazing
    Establishes attachment to primary caregiver
    Expresses a wide range of emotions through body movements and facial expressions
    Cannot tolerate frustration or control impulses
    Develops stranger anxiety between 6-9 months
    Amiable from 1 year
  • Emotional Development: Toddlers
    Vociferous and demanding at 2
    Calmer and more sociable at 3
    Begins to assert self strongly
    Can seem stubbornly self-centered and resistant to change
    Has little control of impulses
    Easily frustrated
  • Social-Emotional Development Foundations
    A child’s experience, expression, and management of emotions
    The ability to establish positive and rewarding relationships with others
    California Infant/Toddler Learning and Development Foundations, 2009
  • Social-Emotional Ability
    The child is able to:
    Identify and understand one’s own feelings
    Accurately read and comprehend emotional states of others
    Manage strong emotions and their expressions in a constructive manner
    Regulate one’s own behavior
    Develop empathy for others
    Establish and maintain relationships
    California Infant/Toddler Learning and Development Foundations, 2009
  • Responsive Caregiving
    Supports infants in beginning to regulate emotions
    Helps infants develop a sense of predictability, safety, and responsiveness
    Form early relationships that are nurturing, stable, and consistent
    “High quality relationships increase the likelihood of positive outcomes in young children” (p. 8)
    California Infant/Toddler Learning and Development Foundations, 2009
  • Emotion and Cognition
    Contributes ability to pay attention, make decisions, and focus on learning
    Influence a young child’s ability to
    persist in goal-oriented activity
    Seek help when it is needed
    Participate in and benefit from relationships
    California Infant/Toddler Learning and Development Foundations, 2009
  • Social-Emotional Foundations
    Interactions with Adults
    The developing ability to respond to and engage with adults (See Examples: pp.14-15)
    Relationships with Adults
    The development of close relationships with certain adults who provide consistent nurturance (See Examples: pp.16-17)
    California Infant/Toddler Learning and Development Foundations, 2009
  • Foundations
    Interactions with Peers
    The developing ability to respond to and engage with other children (See Examples: pp.18-19)
    Relationships with Peers
    The development of relationships with certain peers through interactions over time (p. 20)
    Identity of Self in Relation to Others (pp. 21-22)
    The developing concept that the child is an individual operating within social relationships
    California Infant/Toddler Learning and Development Foundations, 2009
  • Foundations
    Recognition of Ability
    The developing understanding that the child can take action to influence the environment (See Examples: pp. 23-24)
    Expression of Emotion(See Examples: pp. 25-26)
    The developing ability to express a variety of feelings through facial expressions, movements, gestures, sounds, or words
    Empathy
    The developing ability to share in the emotional experiences of others (See Examples: pp. 27-28)
    California Infant/Toddler Learning and Development Foundations, 2009
  • Foundations
    Emotion Regulation
    The developing ability to manage emotional responses, with assistance from others and independently. (See Examples: pp. 29-30)
    Impulse Control
    The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules. (See Examples: pp. 31-32)
    California Infant/Toddler Learning and Development Foundations, 2009
  • Foundations
    Social Understanding
    The developing understanding of the responses, communication, emotional expressions, and actions of other people. (See Examples: pp. 33-34)
    California Infant/Toddler Learning and Development Foundations, 2009
  • Resources
    California Infant/Toddler Learning and Development Foundations (2009).
    Feeny, Christensen, & Moravcik (2001). Who am I in the Lives of Children?
    Teaching Strategies (1999). Caring for Infants and Toddlers
    Bodrova& Leong, 2005, The Whole Child. Educational Leadership